Pedagogical alternatives for triple integrals: moving towards more inclusive and personalized learning
| Autor: | Christopher Tisdell, Johnny Henderson |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
Applied Mathematics
Teaching method Multivariable calculus Presumption 05 social sciences 050301 education Personalized learning Constructive Critical pedagogy Education Order of integration (calculus) Mathematics (miscellaneous) ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education 0501 psychology and cognitive sciences 0503 education Curriculum 050107 human factors |
| Zdroj: | International Journal of Mathematical Education in Science and Technology. 49:792-801 |
| ISSN: | 1464-5211 0020-739X |
| DOI: | 10.1080/0020739x.2017.1408150 |
| Popis: | This paper is based on the presumption that teaching multiple ways to solve the same problem has academic and social value. In particular, we argue that such a multifaceted approach to pedagogy moves towards an environment of more inclusive and personalized learning. From a mathematics education perspective, our discussion is framed around pedagogical approaches to triple integrals seen in a standard multivariable calculus curriculum. We present some critical perspectives regarding the dominant and long-standing approach to the teaching of triple integrals currently seen in hegemonic calculus textbooks; and we illustrate the need for more diverse pedagogical methods. Finally, we take a constructive position by introducing a new and alternate pedagogical approach to solve some of the classical problems involving triple integrals from the literature through a simple application of integration by parts. This pedagogical alternative for triple integrals is designed to question the dominant one-size-fits-all approach of rearranging the order of integration and the privileging of graphical methods; and to enable a shift towards a more inclusive, enhanced and personalized learning experience. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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